Long-Term English Learners in Texas: Increasing Trends Across the State

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Re-Envisioning Classification, Pathways, and Possibilities for Newcomers and Long-Term English Learners

Abstract

English learner students (ELs) who do not reclassify as proficient in English within five years of starting school are referred to as “long-term English learners” (LTELs). LTELs struggle academically, having lower test scores, a higher risk of drop out, and are less likely to enroll in college. Between the 2004-05 and 2014-15 school years, the percent of first grade ELs who went on to become LTEL increased 67% in Texas. The pattern of change varies across the state with some districts steadily increasing, and others experiencing much more pronounced rises. The increased percent of ELs becoming LTEL threatens to undermine the futures of these students in Texas.

Authors

• Daniel Potter, Rice University

• Elizabeth B. Cashiola, Rice University